Implementing Core Tested Programs For Schools - 1396 Words

In order to revamp Core tested programs, schools have been shifting focus to those areas and changing instructional times for various classes, which prevents students from achieving their full potential in the affected classes. Instructional time is important, especially in the fine arts. In order to have an arts program with the tangible results and benefits previously explained, elementary students require to have at least 50 hours of instructional time in order to give them a solid base in art disciplines (Good, 374). The schools who would prefer to focus their resources on the Core tested programs will see improvement in the Core areas, but there are other subjects that leave a footprint along the beach of test scores that help improve†¦show more content†¦Those 20 minutes could be saved and utilized to work towards a plethora of options ranging from improving test scores to regular class work to more in depth lectures. Rearranging instructional times in favor of Core te sted programs prevents the affected classes from succeeding in teaching their students the best they can. They aren’t able to give the students what they need to succeed in a weakened instructional period, which prevents them from achieving to the best of their abilities and thus denies them from an equal education where all students have the same opportunities. Establishing new national fine arts standards and programs from previously attempted standards will give students equal opportunities to succeed and develop themselves to their full potential. These standards would be a refined and reshaped version of the 1992 and 1994 attempted national standards for fine arts, but would be integrated with Common Core values and lessons (National Association for Music Education). Refining the following standards to meet today’s technological standards would be beneficial for fine arts students because they would have applications to what they are learning and would be able to use Common Core’s goals to positively impact each student; three sections by grade level: K-4, 5-8, and 9-12 all with different but similar standards (6 in total) and benchmarks (44 in total) for each different fine arts